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Journals / Kastamonu Education Journal / 2017 / Cilt: 25 Sayı: 1

Investigating the Preservice Teachers’ Knowledge Sources for Classroom Management: A Case Study

Öğretmen Adaylarının Sınıf Yönetimine Dair Bilgi Kaynalarının İncelenmesi: Bir Örnek Olay Çalışması

Evrim Baran
Hatice Çilsalar
Canan MESUTOĞLU
Pages
155–170
Publication Date
2017-01-15
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The analysis revealed that each knowledge source provided preservice teachers withdifferent opportunities to observe, practice, and reflect on classroom management strategiesand concepts.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Preservice teachers’ classroom management knowledge is gained through varied teachingand learning experiences, yet limited research exists on its sources.
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Key Findings & Data:Study participantsincluded 25 preservice teachers enrolled in the course.
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Conclusion & Impact:The analysis revealed that each knowledge source provided preservice teachers withdifferent opportunities to observe, practice, and reflect on classroom management strategiesand concepts.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Bilgi kaynakları · sınıf yönetimi · öğretmen adayları

Abstract

Preservice teachers’ classroom management knowledge is gained through varied teachingand learning experiences, yet limited research exists on its sources. Following a case studymethodology, this research investigated sources of classroom management knowledgein the context of a classroom management course offered during the spring semester ofa four-year teacher education program at a public university in Turkey. Study participantsincluded 25 preservice teachers enrolled in the course. Data collection sources included aclassroom management philosophy assignment, reflections, midterm exams, and a classroommanagement plan. Data analysis revealed that preservice teachers attributed their knowledgeabout classroom management to sources such as their teacher education program, literature,past teachers, student experiences, personal characteristics, and teaching experiences, aswell as friends, colleagues, teacher acquaintances, conferences, mentor teachers, and theirfamilies. The analysis revealed that each knowledge source provided preservice teachers withdifferent opportunities to observe, practice, and reflect on classroom management strategiesand concepts.

Özet

Öğretmen adaylarının sınıf yönetimi bilgi kaynakları ile ilgili az sayıda çalışma olmasına rağmen, birçok öğrenme ve öğretme deneyimi sonucunda bu adaylar sınıf yönetimi bilgisi elde etmektedirler. Bir örnek olay çalışması olarak, bu araştırma Türkiye'de bir kamu üniversitesinde dört yıllık bir öğretmen eğitimi programının bahar döneminde sunulan sınıf yönetimi dersi kapsamında, öğretmen adaylarının sınıf yönetimine dair bilgi kaynaklarını incelenmektedir. Derse kayıt yaptırmış olan 25 öğretmen adayı çalışmaya katılmıştır. Sınıf yönetimi felsefesi ödevi, yansıtıcı düşünme, ara sınav ve sınıf yönetimi planı veri toplama aracı olarak kullanılmıştır. Yapılan analizlere göre, bilgi kaynaklarının öğretmen adaylarına farklı açılardan sınıf yönetimi stratejileri ve kavramlarını gözleme, uygulama ve yansıtma olanağı sundukları ortaya çıkmıştır.

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Cite This Article

Baran, E., Çilsalar, H., MESUTOĞLU, C. (2017). Investigating the Preservice Teachers’ Knowledge Sources for Classroom Management: A Case Study. Kastamonu Education Journal, Cilt: 25 Sayı: 1, 155–170. https://ajindex.com/articles/940709

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